Sex+Ed

=Compromising Positions - A Game of Sexual Health and Safety= Rebecca Gibson - rebecca_gibson@yahoo.com l 443.254.3750 John Park - johnjpark@gmail.com | 619.342.5557 Lisa Wortman- lisa@lisawortman.com 949-280-6228 Justin Olaguer
 * Team**


 * Graphic Representation of Compromising Positions**

The purpose of this game is to present potentially new information or verify/reinforce existing knowledge.
 * Instructional Objective**


 * Objective:** Given a variety of relevant situations which could potentially compromise sexual health, players will be able choose identify or describe the best course of action during the course of his or her turn.

Learners & Context of Use

 * Audience:** The game is designed for traditional-age (17-20 years) incoming freshman to a university or college, most likely living away from home for the first time. It assumes that students are familiar with the basics of human sexuality such as male/female anatomy, mechanics of sex, and common birth control options.


 * Environment:** The game may be played as part of a formal or informal freshman orientation program. It could be played in any room - a dorm room, a classroom, a common room. Privacy is recommended, in order to facilitate conversations and assure player comfort. It is important that the facilitator create an environment - both physical and social - that is safe, secure and comfortable to all players.

We recommend an advisor or instructor be present while the game is played to address questions that may arise. We also encourage the adviso r or instructor to provide a forum, either during or after playing, to answer individual questions prompted by the game subject matter. This game will most likely take players out of their comfort zone. If a player feels too uncomfortable to participate they should have the option to opt out without penalty. Alternatively, it may be beneficial for them to observe the game in action and participate in a discussion if they so choose.


 * Context:** Since students may arrive at college with a wide range of sexual health knowledge, instructors may choose to have students play the game afterformal content is presented or in lieu of formal content, using the answers to prompt more informal conversation. This game may be played as an interactive component of a larger sexual health curriculum or in a more informal setting, such as a dorm meeting or freshman orientation get-together.

Competing Products
When we began to explore the idea of creating an educational sexual health and wellness game, we found there aren't many successful games designed for this content. There are hundreds of sex novelty games, like [|The Sex Game], but they aren't geared toward educating students on sexual health topics. [|The Contraception]game is by far the most relevant and effective game in this category. Our choice of topic was validated when weren't able to find educational games that covered these topics that were designed for our specific audience.

To ensure our game was based on content that was relevant to the target audience and aligned with what student-educators believe students should know about these topics, we consulted with [|SDSU PHE]and used some of their materials as the basis for game questions and answers.

**Object of the Game**
The winning team or player makes it to the HOME space first with a card from each of the four rooms (indicating they successfully answered a question in that room) and no Party Foul cards.

Content Analysis
Birth control and contraceptive choices Protecting against STDs Peer pressure and coersion || Question cards || Sexual consent || Question cards ||
 * ~ Content Type ||~ Content Elements ||~ Game Elements ||
 * ===**Fact**=== ||  || Question cards ||
 * ===**Concepts**=== || Sexual abuse, harassment and rape
 * ===**Principles**=== || Manners and etiquette
 * ===**Procedures**=== || Using contraceptives || Question cards ||
 * ===**Processes**=== ||  ||   ||
 * ===**Probabilities**=== ||  || Rolling the dice, chance cards ||
 * ===**Context**=== || A college party without supervision in which players encounter scenarios which compromise their sexual health or safety. || The board is designed around the rooms in a house party. ||
 * ===**Vantage Points**=== || A freshman going to a house party || Player ID pieces ||

Game Materials
(1) 6 sided die- (4) Team/player ID pieces (4) Room Question Cards - Each card has one question ( Link to questions ) (10) **Party Foul** Cards
 * //Dorm Room// - 10 question cards about healthy communication, abuse, rape
 * //Bathroom// - 10 question cards about birth control
 * //Back porch// - 10 question cards about social implications, manners, etiquette and peer pressure
 * //Basement// - 10 question cards about STDs and sexual health

Time Required
Set up: 3 minutes Play: 25 - 35 minutes Clean up: 3 minutes

The Rules
code How to Play Compromising Positions Compromising Positions is 35 minute game that can be played by 2-4 players or alternatively 2-4 teams. It is a great game to teach high school graduates how to handle themselves in common situations that can potentially compromise their sexual health. Objectives The object of the game is to be the first player or team to collect 1 card from each of the 4 rooms and make it back to the _____ space first. Rules 1.	The oldest player will go first, then follow a clockwise direction. 2.	Roll the die and move the according amount of spaces in any direction on the game board. 3.	If you land on a ____ space draw a Party Card and follow the instructions on the card. Placed the used Part Card on the bottom of the deck. 4.	A player needs to have the exact role to land on a ______ space. Only 1 player at a time can access the ____ space. 5.	When a player lands on a ____ space they must answer a question card belonging to that room. An opposing player will read the question. Please see “Assessing Responses” for more information about role-playing questions. o	If the player provides a correct response they keep the card. o	If the player provides an incorrect response their turn is over. The player will not be allowed to answer another question in that room until they have visited a new room on the game board. Place the card on bottom on the deck. 6.	Once a player has successfully collected 1 card from each of the 4 rooms, they need to make it back to the ____ space to win. The player needs to have the exact role to land on the _____ space.

Assessing Responses •	Role playing questions o	Player’s answers must match more than half of the correct answers given. •	Open-ended questions o	Player’s answer must at LEAST match ONE of the correct suggested answers given.

Alternative Rules •	Players can land on a ____ space or the ___ space without having the exact role amount. •	Multiple players can land on ____ space at once. •	When playing with teams the team may have a maximum of two minutes to decide on a response. One player will be designated as the responder. •	When playing on teams you can choose a teammate as your partner for role-playing questions.

Tips and Hints •	There are two entrances to each room, be wary of opponent’s proximity to an alternative access point and the probability of them getting to the ___ space first. .

Setting up the Game Board 1.	Organize the questions cards into 5 decks a.	Bedroom (Pink) - 10 cards b.	Kitchen (Gray) - 10 cards c.	Back Porch (Green) - 10 cards d.	Basement (Yellow) - 10 cards e.	Chance cards (blue) - 10 cards 2.	Place each deck by their respective area on the outside of the game board question side face down. 3.	Players begin the game placing their identity piece on the ¬¬¬_____ icon.

Note: This game may be played by either teams or individual players. The Rules refer to "players", but they apply to both individual players and teams.

1. Players should each roll the die to determine who takes the first turn. Play moves clockwise around the board.

2. The first player rolls the die and moves the number of spaces on the game board in any direction available. The player may land on one of three areas:

PLAYER LANDS IN A ROOM. If the player lands in one of the 4 rooms, the player to their left selects and reads them the question on that card. For instance, if they land in the bathroom, they answer a question from the next bathroom card on the bathroom pile.

- if the player answers the answer the question CORRECTLY, they retain the room card and their turn is complete.

- if the player answers the question INCORRECTLY:

2 player game The card is put at the bottom of the stack and their turn is complete. On their next turn, the player must leave that room and may not return until they visit another room. 3+ player game. The player's turn is complete. On their next turn, the player must leave that room and may not return until they visit another room. The player to the left (after the card reader) may attempt to answer the questions. If that player answers the question correctly, they retain the card and take the next turn.

PLAYER LANDS ON A SPACE. If a players lands on a round space, their turn is complete.

PLAYER LANDS ON PARTY FOUL SPACE. If a player lands on a Party Foul space, they must draw a card and compete the task that is written on the card during the course of the game. A player can't win the game if they hold any Party Foul cards.

3. Play continues clockwise around the board.

4. The first player to make it to the home space with one one card from each of the 4 rooms and no Party Foul cards wins.

code

Motivation
Young are naturally inquisitive about the physical and emotional aspects of sex and actively seek information about these topics. While young adults aren't usually as interested in researching safety-related issues, physical safety and sexual health are important topics for a young adult living away from home for the first time. This game provides information that meets both students' desire for information about sex and educators' desire for students to learn about maintaining safety and health while they encounter new situations in college.

Compromising Positions attempts to pique students' interest by presenting a realistic scenario in which they could envision themselves - a house party in which the opposite sex is present and chaperones/authoritative adults are not present. It asks questions which prompt the student to place themselves in that context and practice applying the knowledge they already have. A 1999 [|study]at the University of Florida found that students who fail to use contraceptives fail to do so not "from ignorance but because of laziness, embarrassment or lack of communication with their partners."

The game makes use of curiousity. It uses the general tone and layout of a fun party game to keep students engaged without distracting them from exploration of the scenarios and topic. While it is a game that is built around competition, it is more about the journey to the end (making it home safely at the end of the night) than it is about who wins.

Design Process
The idea for this game came from Lisa Wortman's personal experience working with college freshman as a resident advisor and a University Seminar instructor. In these roles. Lisa was bombarded with students who had sexual health questions didn't know where to find answers. To address this need, she would organize 50-minute health educatoin and wellness presentations facilitated by SDSU Peer Heath Educator (PHE). PHE provided the materials and engaged the attendees in a fun and interactive lesson.

Inspired by their out-of-the-box teaching approach, Lisa interviewed Angela Guzman, director of the PHE program. She provided information about the most requested topics on sexual health including contraceptives and STDs. Additionally, she described learning strategies that work for the college-age audience, such as experiential learning techniques to teach students the procedure for putting on a condom. She like the board game concept because she believes there aren't enough informal educational tools available to teach this subject that stimulate learner engagement. This is validated our research, which had shown that the majority of sex games are novelty items promoting the action of sexual intercourse. Through our research on university websites and sex education sites like Planned Parenthood, we were able to compile enough information to support the game design and organize the content into categories and individual questions.

Each team member’s personal experience brought a new perspective in developing the game. For instance, one team member went to a same sex high school and college and was never formally taught this information but figured it out through life experience. Another team member grew up in a liberal household and was exposed to sexual wellness throughout high school and even more in college, verses the third team member who grew up in a more conservative home that followed the philosophy “don’t ask, don’t tell”. Each team member contributed valuable ideas they would influence all levels of learner participation.